02 Unit TB2 - Macmillan Polska€¦ · Unit02 Looks or personality? 28 ... physical appearance,...

Unit02 Looks or personality?

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Looks or personality?

TEMAT MATURALNY: CZ OWIEK

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TARGETS FOR THIS UNITCOMMUNICATION: describing physical appearance, talking about personality, making comparisonsLANGUAGE: comparative and superlative adverbs, as … as …, too and enough, such and soREVISION: comparative and superlative adjectivesVOCABULARY: physical appearance, personality, adjectives ending in -ed and -ingPRONUNCIATION: silent letters

A. INTRO

1 Work in pairs. Choose one of the pictures and describe it to your partner. Your partner must decide which picture you are describing. Then discuss the questions about all the pictures together.

Which person looks• younger than the others?• more interesting than the

others?

• the most attractive?• the happiest?• the ttest?

Explain your reasons.

B. VOCABULARY

3 Read the descriptions below. Which describe the person’s appearance? Which describe the person’s personality? Use the wordlist if necessary.

1 I think he’s kind and generous. He’s also very intelligent, he tells interesting stories and he’s got a great sense of humour.

2 She’s one of the most attractive people I’ve ever met. She’s got a pretty face and beautiful blonde hair.

3 Some people say he’s ugly, but I think he’s just plain. In fact, he’s very ordinary. He’s of medium height, medium build and he’s got short, dark hair.

4 She’s a very sensitive person and has a warm heart. She’s generous to her friends, but perhaps she’s a little too honest sometimes.

4 Match the questions to the descriptions in activity 3.

1 What does he/she look like?2 What is he/she like?

5 Work in pairs. Ask your partner to give you the names of three members of his/her family and three friends. Then ask the questions in activity 4.

C. READING

6 Translate the proverbs into Polish. Explain in your own words what these proverbs mean. Do you agree with them?

Beauty opens locked doors.

You can’t judge a book by looking at the cover.

7 Read the web postings in activity 8. How do people answer the question?

What’s more important:

Looks Or Personality?Looks Or Personality?

8 Work in pairs. Which web postings do you agree and which do you disagree with? Explain your reasons.2 What do you notice most when you meet someone

for the rst time? Their clothes, hair, face, body, or age? Imagine that you are meeting the people in the photos for the rst time. What would you like to nd out about them? Ask each person one question.

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AnswersActivity 3

1 personality2 appearance3 appearance4 personality

AnswersActivity 4

1 – 2 & 32 – 1 & 4

AnswersActivity 7

1 personality2 looks3 looks4 personality5 personality6 personality7 looks

objectivesto talk about physical appearance and personality• to match pictures to descriptions • to compare two people that one knows well•

targetlanguage

grammar / structures vocabulary pronunciation language functions

active

comparative and superlative adverbs• (not) as ... as ...• questions: • What does he / she look like?; What is he / she like?

physical appearance: • clothes, hair, face, body, age, etc adjectives to describe personality•

describing physical • appearance and personalitygiving reasons for • agreeing / disagreeing with an opinionmaking comparisons•

passive comparative and superlative adjectives• proverb, blog thread•

materials photocopies of TRF page 11• a selection of magazine pictures of celebrities (one photograph per pair of students)•

ścieżki edukacyjne

edukacja prozdrowotna: pielęgnacja ciała i urody, wpływ wyglądu zewnętrznego na życie człowieka• wychowanie do życia w rodzinie: świadomy wybór partnera•

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LESSON 1

WARM-UP: descriptionsDictate the following words: pretty, short, nice, tall, unattractive, straight, wavy, long, medium height, thin, medium build, handsome, plump, curly, beautiful, medium length, average-looking, well-built.Students write the words under the correct headings: HAIR, BUILD, HEIGHT, OPINION. Some of the words belong to more than one category.

A. INTRO

1Students choose one photograph each. In pairs, they • take turns to describe the person in the photograph. When they have fi nished their description, their partner tries to guess who has been described.In the same pairs, students answer the questions • about all the people in the photographs and justify their answers.Pair each student with a student from another pair to • report on the results of their previous discussion.Check the answers with the whole class to see if they • all agree.

EXTRA ACTIVITY: mistakesBring to class a selection of magazine pictures of celebrities and give one photograph to each pair of students. In pairs, students write a description of the person in their picture, making 3 factual mistakes, eg curly instead of straight hair. Pairs exchange their descriptions with another pair and try to spot and correct the 3 mistakes.

2 In groups of 3–4, students discuss what they pay • attention to in someone’s appearance when they see this person for the fi rst time. Individually, students imagine they are meeting the people • in the photographs in activity 1 for the fi rst time and they think of one question to ask of each of the people. Encourage students to write down their questions. • In the same groups as before, students read out their • questions and imagine what the people’s answers could be.Elicit any unusual questions students have written.•

B. VOCABULARY

3 Students read the descriptions and check the wordlist • on page 125 for the meaning of any words they do not know.Students decide if the statements refer to appearance • or personality.In pairs, students compare their answers.• Check the answers with the whole class. • In pairs, students tell each other if they know any • people who fi t the descriptions.

4Students read the questions. Elicit that question 1 refers • to appearance and question 2 refers to personality. Students match the questions to the descriptions in • activity 3.

5In pairs, students tell their partner to name three • members of his / her family and three friends, and then ask the questions from activity 4 about these people.

Pair each student with a student from another pair to • report on anything interesting they found out.

EXTRA ACTIVITY: personality traitsElicit onto the board as many adjectives describing personality as students can name in 3 minutes. Then ask them to rate themselves according to each characteristic from 0 to 3, eg competitive: 0 – not competitive, 1 – mildly competitive, 2 – competitive, 3 – very competitive. In pairs, students show each other their rating and give feedback if they fi nd something surprising.

SURF AND SEARCH!Refer students to the following website to fi nd out about an exercise called Johari window, which has a list of 55 personality traits to help people defi ne their own personality and see how others perceive them:http://en.wikipedia.org/wiki/Johari_window.Students can then make their own interactive Johari window and send a link by e-mail to their classmates to fi ll in: http://kevan.org/johari.

HOMEWORK SUGGESTIONS1. Workbook, activities 1–2, page 12; activities 6–9, page 13.2. Choose three characters from your favourite book, fi lm

or TV series and write two sentences about each one, describing their appearance and personality.

LESSON 2

WARM-UP: fi rst impressionsExplain that we usually form our opinion about someone within the fi rst 90 seconds of meeting them. Write the following list of people on the board:1 an old man with long hair2 a young woman with nose, eyebrow and lip piercings3 a young man with lots of tattoos4 a 30-year-old woman with dreadlocks5 a 40-year-old man in an expensive suit.In groups of 4, students imagine they meet the above people for the fi rst time and they discuss their impressions.

C. READING

6In groups of 3–4, students translate the proverbs into • Polish and then say in their own words in English how they understand them. Elicit the explanations from 2 students.Within the same groups, students discuss the proverbs • and say if they agree or disagree with them.Groups report to the whole class on the results of their • discussion.

7Students read the question which was asked of • a website community.Individually, students read the web postings in activity 8 • answering the question. They write looks or personality next to each posting depending on what the author chose.Check the answers with the whole class. •

8 In pairs, students discuss which web postings they • agree and which they disagree with, justifying their answers.Read out the names of the authors of the web postings • one by one and get the whole class to vote by raising their hands if they agree with them.


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D. LANGUAGE FOCUS 1

(Not) as … as …1 Read the information and then answer the question in 2.We can make comparisons between two people or things with not as + adjective + as Looks are not as important as personality.

2 Which sentence below has the same meaning as the example sentence in 1?

1 Looks are more important than personality.2 Personality is more important than looks.

Comparative and superlative adverbs

3 Read the information and complete the table with some of the adverbs from the texts in activity 8.We can make comparatives and superlatives with adverbs as well as adjectives.

BLO THREAD

band-anna

Looks are not as important as personality, but of course we notice a good-looking person more quickly.

KraZZeman

Attractive people do better in life than the rest of us. They nd jobs faster, they get partners more easily, and, most importantly (I read somewhere), they live longer. It doesn’t matter how intelligent you are if you’re ugly!

XRaySpex

Most people say personality, but it’s not as simple as that. Imagine two girls who have similar personalities, but one is not as pretty as the other … I know which one I prefer for a girlfriend.

maddy377

My best friend went out with the most amazing-looking guy, but after a few days she realized he wasn’t as interesting as she thought at rst. Now she goes out most often with ordinary boys.

Y-peter-Y

Men are not as stupid as some people think. Of course, we like good looks, but they’re not as important as a warm heart and a good sense of humour.

dohdoh

In my experience, beautiful people are not as nice as plain people. And when they get older, their looks often go away.

xxmeangalxx

You meet someone who is warm, friendly, generous, sensitive, honest and so on. But if they are ugly, it’s a non-starter.

9 Rewrite the sentences below using ‘not as … as …’ Then answer the question.

1 A sense of humour is more important than a warm heart.

2 Wavy hair is nicer than straight hair.

3 Girls are usually kinder than boys.

4 Being ugly is worse than being stupid.

5 Short people are more attractive than tall people.

6 A generous friend is better than an honest friend.

Do you agree with the sentences? If not, change them so that they express your opinion.

10 Put the adverbs in brackets into the comparative or superlative form.

1 Can’t you do _ (well) than that?2 Could you speak _ (slowly), please?3 He ran _ (fast) of everyone in the race.4 I sometimes wear a skirt or a dress, but _

(often) I wear jeans.5 We arrived _ (late) than them.6 Who lives _ (far) away from school?

11 Work in pairs. Think of two people that you know well. Compare them using comparative or superlative adjectives or adverbs and ‘not as … as …’.

Example: Jane is not as sociable and friendly as Susan, but she

is a much better student and learns more quickly.

For more information, go to GRAMMAR SUMMARY, page 135.

Watch out!Some adjectives and adverbs have irregular comparative and superlative forms.

COMPARATIVE SUPERLATIVE

good (adj)well (adv) better best

bad (adj)badly (adv) worse worst

far (adj & adv) further furthest

They nd jobs faster.She goes out most often with ordinary boys.

adverbs comparative superlativeeasily most easily

quickly most quickly

importantly more importantly

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Answers Activity 9

1 A warm heart is not as important as a sense of humour.

2 Straight hair is not as nice as wavy hair.

3 Boys are not usually as kind as girls. / Boys are usually not as kind as girls.

4 Being stupid is not as bad as being ugly.

5 Tall people are not as attractive as short people.

6 An honest friend is not as good as a generous friend.

Answers Language focus 1

2 Personality is more important than looks.3 more easily

more quicklymost importantly

Answers Activity 10

1 better2 more slowly3 the fastest4 most often5 later6 the furthest


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D. LANGUAGE FOCUS 1Students read the information and the example • sentence in point 1.In point 2 students choose one sentence which has the • same meaning as the sentence in point 1.

EXTRA ACTIVITY: fi nd examplesStudents read the web postings in activity 8 again and underline all the examples of not as … as structure. In pairs, they rephrase the examples, using comparative adjectives, eg He wasn’t as interesting as she thought – He was less interesting / more boring than she thought.

Students read the information in point 3 up to • the Watch out! box and complete the table with comparative and superlative adverbs from the texts in activity 8.Check the answers with the whole class.• Explain that normally comparative and superlative • adverbs are made with more and most, but a few adverbs have -er and -est forms, eg fast as illustrated by the example in point 3.Refer students to the • Watch out! box and let them look at the most common irregular adverbs in the table. You can add that there is also a form farther / farthest, which in British English can be used interchangeably with further / furthest to denote distance, but it is less common. Refer students to • Grammar summary on page 135 in case they need extra support with comparative and superlative adverbs.

9Students rewrite the sentences, using • (not) as … as … so that the original meaning is retained. In pairs, students compare their sentences.• Check the answers with the whole class.• Individually, students decide if they agree with the • sentences. If not, they change them to express their own opinion.In pairs, students discuss all the sentences, saying • which ones they agree with and why. If they disagree with some sentences, they should read out the changed version they wrote earlier.

10 Students put the adverbs in brackets into the • comparative or superlative form. Explain that some of the adverbs may have the • -er / -est form and some may be irregular.

If necessary, students can use • Grammar summary on page 135 to help them complete the task.Let students compare their answers in pairs before • checking the task with the whole class.

TEACHING TIP: discussion activitiesGetting teenagers to speak can be a challenge. The following tips help make students participate in discussions actively:

Put them in pairs or groups and do not take part in the • discussion yourself.Avoid asking questions as this puts students in the • spotlight.Enable students to manage their discussion by assigning • different roles, eg one student makes sure everyone presents their opinion, one takes notes, one student is responsible for everyone using English, etc.Choose topics which interest your students.• Feedback on errors should be general or students will be • reluctant to speak next time.

11In pairs, students choose two people they both know • well. These could be people they know personally or celebrities.Students compare the chosen people using • comparative adjectives and adverbs and (not) as … as … structure. They can talk about appearance, personality, skills, etc.If students talk about their classmates or teachers, • remind them to use positive characteristics and not to insult anyone.One pair or two present their conversation to the whole • class.

ALTERNATIVE OPTIONOn the board write names of two celebrities popular amongst your students. Ask the following question: Which of these celebrities makes a better neighbour? Students discuss the question in pairs, justifying their answers with comparative sentences. Continue the game with new celebrity pairs and / or new questions, eg Who is better at fi ghting? Who is a better travel companion? Who makes a better boss?

PHOTOCOPIABLE ACTIVITY (Teacher’s Resource File, page 11)

HOMEWORK SUGGESTIONS1. Workbook, activities 3–4, page 12; activity 5, page 13.2. Write a dialogue using any three sentences from activity 10.

Teacher’s notes


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Disastrous dates

Disastrous dates


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A. VOCABULARY

1 Choose the correct adjectives to complete the sentences.

1 I always feel tired/tiring the morning after a late night.2 I nd speaking English quite embarrassed/

embarrassing.3 I nd my brother/sister very annoyed/annoying when

they take my things without asking me.4 I think that most horror lms are really frightened/

frightening.5 I think that riding a motorbike is very excited/exciting.6 I’m not very interested/ interesting in computer

games.7 I’m often disappointed/disappointing after I get

my exam results.8 In my opinion, football is extremely bored/boring.

2 Work in pairs. Are the sentences in activity 1 true for you?

3 Work in pairs.

• Talk about two things that you nd: boring, fascinating, depressing, relaxing

• Talk about a time when you felt: embarrassed, frightened, depressed, relaxed

Example: I nd football really boring. Most of my friends hate it too. A few days ago, I was really embarrassed. My stomach

made a very strange noise.

B. LISTENING

4 Listen to two girls talking about a disastrous date. Explain in your own words what the problems were.

5 Listen again and match the sentences to the speakers: (1) Alicia or (2) Sonia.

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ALICIA SONIA

1 He ended the date. 2 He laughed at her.3 He talked too much.4 He wanted to speak to her after

the date.5 She thought he had nice eyes.6 She wasn’t very attracted to him.7 The date began well.

8 They were going to see a lm.

6 In your opinion, who had the worst experience? Explain your reasons. Have you ever had a bad date? What went wrong?

C. LANGUAGE FOCUS 2

Too and not enough1 Look at the examples and complete the rules.I’m not old enough.We’re too young.He wasn’t tall enough for me.I wasn’t too interested.

We use ‘too’ to say that something is more than necessary. We use ‘not enough’ to say that something is less than necessary.

We put _ before an adjective or adverb.We put _ after an adjective or adverb.

So and such2 Look at the examples and complete the rules.

Don’t be so boring!We were going so fast.He was such a kind person.He was such a baby.We use ‘so’ and ‘such’ to make adjectives and adverbs stronger. We use ________ before an adverb or an adjective without a noun.We use ________ before an adjective that is followed by a noun.

For more information, go to GRAMMAR SUMMARY, page 135.

Watch out!We can also use ‘enough’ with nouns. We put it before the noun.Do we have enough money?I don’t have enough time.

Alicia

Sonia

Watch out!We use -ed adjectives to talk about how we feel. We use -ing adjectives to talk about the things or people that make us feel in a particular way.

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Answers Activity 1

1 tired2 embarrassing3 annoying4 frightening5 exciting6 interested7 disappointed8 boring

Answers Activity 4

Alicia was unhappy with the way that her date rode his motorbike.Sonia didn’t like that her date talked about marriage on their fi rst date and the fact that he began to cry.

Answers Language

focus 2

1tooenough2sosuch

objectivesto talk about physical appearance and personality• to talk about how we feel • to talk about the things or people that make us feel in a particular way•

to talk about a bad date• to listen to two girls talking about a disastrous date•

targetlanguage

grammar / structures vocabulary pronunciation language functions

active

too• and (not) enoughso • and such

adjectives ending in • -ed and -ing : tired / tiring, embarrassed / embarrassing, annoyed / annoying, frightened / frightening, excited / exciting, interested / interesting, disappointed / disappointingbored / boring, fascinated / fascinating, • relaxed / relaxing, depressed / depressing

silent letters• describing physical • appearance and personalityexpressing feelings• giving reasons why people • feel in a particular waydescribing a bad date•

passivepresent simple / continuous• past simple / continuous•

phrasal verbs: • to ask sb out, to come round, to go on about sth, to slow downto be attracted to sb, fi rst impression•

materials

audio CD1• magazine cut-outs of various people 18+ years old (one picture per pair of students)• two handbags or messenger bags, each containing different small objects, eg sunglasses, a bus pass, concert / cinema tickets, shop receipts, • a penknifephotocopies of TRF page 12•


wychowanie do życia w rodzinie: kształtowanie związków uczuciowych i relacji z rówieśnikami•

Answers Activity 5

1 (2) Sonia2 (1) Alicia3 (2) Sonia4 (1) Alicia

5 (2) Sonia6 (1) Alicia7 (2) Sonia8 (1) Alicia


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LESSON 1

WARM-UP: datingWrite Recipe for a perfect date and Recipe for a disastrous date on the board. In groups of 5, students brainstorm what makes a date perfect and what makes it disastrous. Set a time limit of 3 minutes. Elicit groups’ ideas onto the board under the correct headings.

A. VOCABULARY

1Students read the sentences and choose the correct • adjectives to complete them.Check the answers with the whole class.• Ask students to read the sentences again and decide • which adjectives we use to talk about how we feel and which to talk about what makes us feel in a particular way: -ed adjectives or -ing adjectives. Students check their answers by reading the • Watch out! box.Check the answers with the whole class.•

2 In pairs, students tell each other whether the sentences • in activity 1 are true for them. If they are false, students should change the sentences to make them true for themselves.

3In pairs, students tell each other about things (2 for • each characteristic) they fi nd: boring / fascinating / depressing / relaxing, adding extra information to justify their opinion. In the same pairs, students tell each other about • situations when they felt embarrassed / frightened / depressed / relaxed.Pair each student with a student from another pair to • report on anything surprising they found out.

B. LISTENING

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Explain that students are going to listen to the girls in • the photographs in activity 5 describing their disastrous dates. Students predict what happened on these dates.• Students listen to the recording to check their guesses • and try to remember as many details as possible about the real events.In pairs, students describe in their own words what • happened during the girls’ dates.

Tapescript CD1.08AliciaMy worst ever date was a guy called Robin. We met at a friend’s house and, at fi rst, I thought he was really nice. He asked me out and I said yeah OK. I mean, I liked him but I wasn’t too interested. For one thing, he wasn’t tall enough for me, I like tall guys, but anyway I said yes and the next day he came round to my fl at. He had a motorbike and we had tickets for the cinema, but my mum didn’t want me to go on his bike, she said it was too dangerous, but I got on the back of the bike anyway and off we went. As soon as we got on the main road, he started going faster and faster, and we went so fast that I was really frightened. I asked him to slow down but he just laughed and said don’t be so boring! I got quite annoyed, as well as scared, and I was really pleased when we got to the cinema. He was laughing and I looked at him and I said ‘you think you’re so clever, don’t you’ and I just walked away. He tried telephoning me a few times but I didn’t answer.

SoniaI knew a boy once, his name was Thomas, and he was such a kind person and he had such lovely eyes, I really liked looking at his eyes, and I was so excited when he asked me out. He invited me to dinner and at fi rst everything really went well. He was really interesting and he looked at me in such a nice way all the time. But then suddenly something changed. He started talking about marriage, you know saying things like when we get married, we’ll do this or we’ll do that. I was so surprised that I didn’t say anything at all. But he went on and on, and, well, it was embarrassing, really. And then it came, the big question. ‘Will you marry me, Sonia?’, he said. This was our fi rst date! I didn’t know what to say, I mean, I didn’t want to hurt his feelings, but I said, Thomas, I’m only seventeen, I’m not old enough to get married, we’re both too young, you know, things like that. And you know what? He started crying. Crying and crying and crying. And then he suddenly got up and ran out of the restaurant! I mean, he was such a baby ... My fi rst impression of him was so wrong!

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Students listen to the recording again and match the • sentences to the correct speakers by ticking the right boxes. Play the recording again and ask students to remember • the girls’ exact words to justify the answers.Check the answers with the whole class, eliciting the • girls’ actual words.

6In groups of 4, students discuss which girl had the • worst experience and why. Students tell their group members about any bad dates • they have had if they do not mind sharing the stories.Groups report on the most interesting stories if the • students who told them agree to share them with the whole class.

HOMEWORK SUGGESTIONS1. Workbook, activities 1–2, page 14; activities 7–10, page 15.2. Make a list of tips for a friend who is going on a fi rst date.

LESSON 2

WARM-UP: teenage problemsIn groups of 5–6, students name typical problems that most teenagers have. After 3 minutes elicit groups’ ideas onto the board. Students vote for the worst problem by raising their hands.

C. LANGUAGE FOCUS 2Students go through the example sentences in point • 1 and complete the grammar rules for too and not enough.Check the answers with the whole class.• Refer students to the • Watch out! box for enough used with nouns.Students read the example sentences in point 2 and • complete the rules for so and such. Check the answers with the whole class.• Students translate the example sentences into Polish. • Point out that so and such have the same form in Polish when used in front of adjectives whether they are followed by a noun or not. Refer students to • Grammar summary on page 135 in case they need extra support with too and not enough or so and such.


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Disastrous dates

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7 Insert ‘too’ (x3) and ‘enough’ (x4) in the correct places in the dialogue.

A: What do you think? Do you think I look OK?B: Not really. Those jeans aren’t big for you. You haven’t

got room to breathe.A: You mean I’m fat?B: No, the size is wrong. Those jeans are de nitely small

for you.A: Maybe you’re right. But the other ones weren’t long

for me. And they weren’t cheap, either. My problem is that my legs are long. And I don’t have money to go to the expensive shops.

8 Listen to the recording and check your answers.

9 Look at the picture of a boy who is going out on a date. Make sentences with ‘too’ and ‘not … enough’ to talk about his appearance. You can use the adjectives in the box to help you.

bigcasualcleandirtyfashionablelongoldold-fashionedshortsmallsmart

10 Complete the sentences with ‘so’ or ‘such’. 1 They are _ interested in appearances. 2 They can be _ boring when they talk

about sport. 3 They can have _ sensitive personalities. 4 They have _ a good sense of humour. 5 They seem to get angry _ quickly. 6 They sometimes have _ a high opinion of

themselves. 7 They tend to talk _ long about unimportant

things. 8 They’re often _ bad at practical things.

11 Work in pairs. Do you think the sentences in activity 10 were said by a man (about women) or by a woman (about men)? Explain your reasons.

12 Make ve sentences about men or women using ‘so’ and ‘such’.

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PRON SPOT

13 How are the words below pronounced? Listen to the recording to check your answers.

enough frightened height laugh right thought

14 Underline a silent letter in the words below and listen to the recording to check your answers.

calm climb honest knife know listenoften two walk what wrong

15 Can you think of any more words with silent letters? Give examples.

D. SPEAKING

16 Look at the photographs and answer the questions.

What does he/she look like?• How old is he/she?• What sort of clothes does he/she wear?• Think of ve adjectives to describe his/her personality.• What interests does he/she have?• Do you think he/she makes a good partner to go on • a date with?

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17 Compare your ideas with other students in the class. Can you nd someone who has similar ideas to yours?

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Answers Activity 7

A: What do you think? Do you think I look OK?B: Not really. Those jeans aren’t big enough for you. You haven’t got enough room to breathe.A: You mean I’m too fat?B: No, the size is wrong. Those jeans are defi nitely too small for you.A: Maybe you’re right. But the other ones weren’t long enough for me. And they weren’t cheap, either. My problem is that my legs are too long. And I don’t have enough money to go to the expensive shops.

Answers Activity 10

1 so2 so3 such4 such

5 so6 such7 so8 so

Answers Activity 13

The letters -gh are either silent or pronounced as /f/.

Answers Activity 14

calmclimbhonestknifeknowlisten

oftentwowalkwhatwrong

Suggested Answers

Activity 15

sandwich, castle, grandmother, answer, bomb, hour


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7 Explain that • too and enough are missing from the dialogue and students need to insert them to make it logical.Students put • too in three places and enough in four places.Remind students that • enough goes before or after the word it refers to, depending on the part of speech.Students compare their dialogues in pairs.•

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Students listen to the recorded dialogue and check if • they completed it correctly. Each time students hear • too or enough on the CD, they raise their hands.

Tapescript CD1.09See Teacher’s Book, Answers Activity 7, page 34

9 Point to the picture of the boy and elicit that he is not • well-prepared to go on a fi rst date.Go through the words in the box and explain any • vocabulary students do not understand. In pairs, students make sentences with • too and not enough and the words in the box or their own ideas to say what is wrong with the boy’s appearance.When students have fi nished, elicit a few sentences • about the boy from different students.

EXTRA ACTIVITY: Are they ready?Cut out from magazines pictures of various people. Give each pair one picture. Write the following on the board: job interview / hip hop concert / romantic dinner / family event. Students decide if their person is ready to go to the above events. They discuss and criticize his / her appearance, using too and not enough.

10Students complete the sentences with • so and such.Make sure students understand all the sentences and • explain words which are unclear.Encourage students to underline any nouns • immediately following the adjectives after the gaps as this should help them choose the correct word.Check the answers with the whole class.•

11Explain that the sentences in activity 10 express • popular generalizations about men or women.In pairs, students decide if each sentence was said by • a man about women or by a woman about men. They need to explain their reasons and they do not have to agree on the same answer.Read out the sentences, pausing after each one for • individual students to report on their own and their partner’s conclusions to the whole class.

12 Individually, students write 5 generalizations about the • opposite sex, using so and such.In pairs, students exchange and read each other’s • sentences.Individual students report on any amusing or surprising • sentences their partner wrote.

PRON SPOT

13 CD1

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Students try to pronounce the words in the box quietly.• Students listen to the recording to check if they • pronounced the words correctly.

Play the recording again, pausing for students to repeat • the words.Elicit that all the words contain silent letters, i.e. letters • which are written but not pronounced.Students underline the silent letters in the words.•

Tapescript CD1.10See Student’s Book, activity 13, page 17

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Students underline a silent letter in each word in the box.• Students listen to the recording to check their answers.• Play the recording again, pausing for students to repeat • the words.


15 In groups of 3–4, students make a list of any other • words with silent letters.Allow 3 minutes for this task.• Write all the groups’ words on the board, making sure • they are correct.

D. SPEAKING

16Students look at the people in the photographs and • imagine what they are like.Students write in note form the answers to the • questions about the people in the photographs.

17Ask students to mingle and talk to other students about • their answers to the questions. If they fi nd a student or a group of students with similar • ideas to theirs, they sit or stand next to them. Set a time limit of 4 minutes for this activity.• If there are still people without partners, ask them about • their original ideas which no one shared.

EXTRA ACTIVITY: bagsPrepare two handbags or messenger bags, each containing different small objects, eg sunglasses, a bus pass, concert / cinema tickets, shop receipts, a penknife. Pass the bags round the classroom. Students say what conclusions they can draw about the bag owners’ lifestyle, appearance and personality on the basis of the objects.

CULTURE-WISE: teen online datingA popular website among American teenagers is www.eSPIN.com based on the party game of Spin the Bottle. Unlike other social networking sites, eSPIN keeps the experience purely virtual as providing any personal information is not allowed. Users create their profi les with the help of quizzes, questions and magnetic poetry. Then they ‘spin the bottle’ electronically and are matched to someone who they might be interested in.


HOMEWORK SUGGESTIONS1. Workbook, activities 3–5, page 14; activity 6, page 15.2. Write a description of a friend or a relative. Use the

questions in activity 16 to help you.


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W TYM ROZDZIALE NAUCZYSZ SI , JAK:rozwi zywa zadanie: rozumienie tekstu czytanego – test wielokrotnego –wyboru; przeprowadza rozmow sterowan : uzyskiwanie, udzielanie informacji; – napisa list o cjalny. –

A. ABOUT YOU

1 Complete the gaps in the questionnaire with the adverbs of frequency from the box to make the sentences true for you.

always never often sometimes usually rarely

B. READING

3 Check the meaning of these phrases in the wordlist and match each phrase with the correct photograph in activity 4. Which photograph shows a person who may be lying?

look up stand straight avoid eye contact show your palms scratch your ears look down

shrug your shoulders

4 Read the rst part of the article about lying and complete the gaps to paraphrase the sentences from the text. Make sure their meaning stays the same.

1 Someone who is lying will cover their mouth because they don’t want you to __ all they are saying.

2 When you lie your hands become __ because of __.

3 Someone telling the truth will move their body less __.

HOW DISHONEST ARE YOU? 1 I __ lie to my friends.

2 I __ tell my parents the truth.

3 I __ tell white lies. 4 I __ tell lies about other people.

5 I __ give false details on the Internet. 6 I __ make up untrue stories about what I have or what I can do.

7 I __ cheat in tests or exams.

8 I __ travel without a ticket.

9 I __ take things which aren’t mine.

10 I __ get caught when I behave in a dishonest way.11 I __ think that honesty is the best policy in life.12 I __ break promises.

2 Work in pairs. Compare your answers in activity 1.

I am so handsome …

LIAR, LIAR, PANTS ON FIRE!

How do we know when somebody is

lying to us? Well, their body shows us.You can tell a liar by his or her body language. Liars touch, pull or scratch diff erent parts of their faces and bodies when they are talking to you. Someone who is lying will cover their mouth because they don’t want you to hear everything they are saying. Lying makes people feel stressed so their hands are oft en wet – don’t be surprised when liars wipe them on their shirts or trousers. Liars look down or look to the left to avoid eye contact.People who tell the truth, on the other hand, oft en shrug their shoulders and put their palms face up because they want to communicate: ‘Look, I’m telling the truth!’ Th ey also stand straight and don’t move their bodies so much.So, next time you want to lie, don’t!

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Answers Activity 4

1 hear2 wet, stress3 often

objectivesto give true information about how honest someone is• to read a text about lying• to give advice to people with different problems• to listen to someone’s advice•

to explain why certain suggestions are good / bad• to give and get specifi c information in a conversation• to write a formal letter•

skills practised

listening speaking reading writing

listening for specifi c information: • completing the advice with the missing words / expressions

talking about how dishonest one is• giving advice to people with problems• getting information / giving information in • a guided conversationexplaining why certain suggestions are • good / bad

reading for gist: paraphrasing • sentences from the textdealing with multiple-choice • tasks

writing a formal letter•

materials audio CD1• photocopies of TRF pages 13–15•


ścieżka fi lozofi czna: kształtowanie właściwej postawy moralnej•

Answers Activity 3

1 look up – picture 22 stand straight – picture 23 avoid eye contact – picture 14 show your palms – picture 25 scratch your ears – picture 16 look down – picture 17 shrug your shoulders – picture 2


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LESSON 1

WARM-UP: What’s in the cartoon?Students look at the cartoon at the top of the page and describe what they can see. Elicit a brief summary of the story of Pinocchio. Ask students to guess, on the basis of the picture, what the topic of the lesson is going to be (lying).

A. ABOUT YOU

1Students read the questionnaire about dishonesty, • ignoring the gaps. Explain any unclear words and expressions. Make sure • students understand that a white lie is an unimportant, diplomatic lie people tell when they want to be polite.Students complete the gaps with the adverbs of • frequency in the box to make the sentences true for them.

2In pairs, students compare their answers in activity 1.• Pairs report to the whole class how many of their • answers were similar.

EXTRA ACTIVITY: dishonestyIn pairs, students make a list of examples of dishonest behaviour they experience in everyday life, eg My sister often borrows my clothes without asking. Our neighbours hook up to our Internet connection. They grade the behaviour from the most to the least harmful.

B. READING

3Students read the phrases connected with mime and • gestures. Refer them to the wordlist on page 125 in case they • need to check the meaning of some of the phrases.Students match each phrase to the correct photograph • in activity 4.Ask students to guess how the phrases relate to the • topic of lying. Elicit that we can tell if someone is lying by observing their body language.Ask: • Which person in the photographs is lying? Students vote for one of the two men by raising their hands.Do not reveal the answer yet.•

EXTRA ACTIVITY: lie detectingStudents conduct an experiment to see if they are good lie detectors. Each student writes 2 statements, of which 1 or 2 are lies, eg My sister met Bono from U2 at a party in London. I have eaten snake meat. In groups of 3–4, students take turns to tell the true or imaginary story behind their fi rst statement while their group members observe their body language. When they have fi nished, the other group members decide if the story was true or false. Then students repeat the activity for the second statement.

SURF AND SEARCH!Students fi nd information on how to read body language by typing body language into a search engine or refer them to the following websites:http://changingminds.org/techniques/body/body_language.htm and http://www.wikihow.com/Read-Body-Language.As a homework activity students can do an illustrated project on the interpretation of 4 body language signs.

4 Ask students to guess what the title of the article • means. Listen to their ideas and explain that it is an expression used especially by children when they think someone is lying. Elicit any Polish expressions or proverbs related to • lying.Students read the fi rst part of the article about lying • to check if they guessed correctly in activity 3 which person is lying.Students read the gapped sentences, fi nd the • corresponding fragments of the article and complete the gaps so that the meaning of the sentences stays the same.Make sure students understand that they need to • paraphrase the fragments of the text, eg by changing the part of speech of a given word or replacing words with their synonyms. Explain that there may be more than one way of fi lling in • some of the gaps, but students should opt for the most obvious choice.Let students compare their answers in groups of 3–4.• Check the answers with the whole class.•

Teacher’s notes


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5 Circle the correct option.

1 The text comes from _.

a) a newspaper advertisement

b) a newspaper article

2 The text was written _.

a) to give information

b) to make readers laugh

6 Read the rest of the article and choose the correct option under each paragraph.

It’s good to spot a lie but it’s even better to know why people lie in the rst place.One theory says that there are three types of lies: pro-social, self-image and antisocial ones.

A Pro-social lies are lies people tell to help somebody else, like when they lie for their friend or their parents lie for them at school by saying their son or daughter couldn’t do their homework because they were sick. The so-called ‘white lies’, little lies you tell in order not to hurt someone’s feelings, also belong to this category.

1 People tell pro-social lies __. a) to hurt other people b) to solve other people’s problems c) to avoid a conversation

B Self-image lies are lies which can make you look better or more interesting in the eyes of other people. Now it is quite common to lie about oneself on the Internet. Children and teenagers lie about their age to get access to some websites. Many people, including adults, invent new identities in cyberspace. Many people also lie in their everyday conversations just to feel better.

2 Who tells self-image lies? a) Both adults and young people. b) Only young people. c) Mainly Internet users.

C And nally, antisocial lies are lies we tell to hurt other people on purpose, for example when you tell a friend negative lies about another friend. Politicians use such lies in their election campaigns to damage the images of the other candidates, sel sh people lie at work or at school to make other people’s lives dif cult or miserable.

3 Antisocial lies ___________ . a) are dif cult to invent b) are always against other people c) are told by mistake

EXAM INFO

TEST WIELOKROTNEGO WYBORUPami taj, aby:

upewni si , e odpowied wybrana przez ciebie to parafraza – fragmentu tekstu albo streszczenie fragmentu tekstu;nie da si wprowadzi w b d s owami u ytymi – w zdaniu, które s takie same jak te w tek cie.

7 Find the paraphrases of these sentences in the texts in activity 6.

1 Pro-social lies are helpful to other people. (paragraph A)2 Other people may think you are better than you really

are when you tell self-image lies. (paragraph B)3 Egotistic people lie to cause other people problems.

(paragraph C)

8 Work in pairs. Write two sentences about lying. Exchange them with your partner. Paraphrase the sentences. Example:

I never lie. = I always tell the truth.

C. SPEAKING

9 Work in pairs. Give advice to people with these problems.

1 I had problems at school so I skipped lessons for about a month. I didn’t tell my mum about it and I lied to her every day saying that I was at school. She found out the truth and I’ve lost her trust.

2 My ‘friend’ lies about me to other friends. She invents things I never said and tells my friends horrible things about me which aren’t true. Th ey don’t want to meet me any more!

3 My friend has really bad taste in clothes. Everybody laughs at her but she can’t see it. She has asked me a few times how she looks and I say she looks wonderful even though she doesn’t. Now I feel really bad about it and I think she should know the truth.

10 Listen and complete the advice. Explain why you think they are good or bad suggestions. Are they similar to your advice in activity 9?

Problem 1I think you 1. _ do everything to get her trust back. First of all, why 2. _ you buy her a big bunch of owers out of your pocket money and maybe invent a song to say sorry. Next time you have problems at school, be honest and tell her. If you want to lie again, count to twenty and tell the truth!

Problem 23. _ call or talk to her for about a week – she will be surprised. When she calls you rst, 4. _ organizing a meeting with all your friends so she can say sorry to you in their presence. If she doesn’t want to do it, don’t talk to her again!

Problem 3You 5. _ tell her the truth and apologize for lying to her. Promising not to do it again is also a good 6. _! Why not take her shopping and help her nd something fashionable? Then you can go out for a pizza and forget the whole thing

CD1CD11212

YOU & THE TEXT

Do you tell any of the lies described in the texts? Is lying ever OK?

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Answers Activity 10

1 should2 don’t3 don’t4 suggest5 must6 idea

Answers Activity 7

1 “Pro-social lies are lies people tell to help somebody else (…)”

2 “Self-image lies are lies which can make you look better or more interesting in the eyes of other people.”

3 “(...) selfi sh people lie at work or at school to make other people’s lives diffi cult or miserable.”

Answers Activity 5

1 b 2 a

Answers Activity 6

1 b 2 a3 b


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5Student circle the correct answers to complete the • sentences about the article in activity 4.Check the answers with the whole class.•

CULTURE-WISE: body language across culturesBody language is interpreted differently in different cultures. This relates to lie detection as well, eg when a Japanese woman avoids eye contact she can be doing that out of politeness, not because she is lying or when an Indian person puts his / her palm face up it may be a gesture of apology not an immediate sign of telling the truth.If you want to fi nd out more about body language in different cultures, visit the following websites:http://www.medhunters.com/articles/bodyLanguageAcrossCultures.htmlhttp://www.bodylanguageexpert.co.uk/BodyLanguageAcrossCultures.html

EXAM INFO: multiple-choice tasksGo through the • Exam info box with students. They may expect this kind of task in the reading section of the Matura exam. Pay special attention to the following:•

students should make sure that the answer they –chose is a paraphrase or a summary of the relevant fragment of the textstudents should watch out for words in the answers –which are the same as the words in the text as they may be used to mislead them.

Provide students with the following additional tips:• multiple-choice questions may test understanding of –the general idea and the particular details of the text as well as the source of the text, the audience it is written for and the author’s opinion about the topic of the textquestions checking global understanding usually –come lastwhen answering questions about details students –should identify and analyse the fragments of the text which contain the answers students should watch out for questions with negative –formsstudents should fi rst read each question and try to –answer it in their heads before looking at the possible answersonly one answer is correct out of the options given –students should fi rst eliminate the answers they are –convinced are wrong.

6 Students read the rest of the article and choose the • correct answers under each paragraph.Encourage students to use the strategies from the • Exam info box and any additional tips you have provided (see above).Students compare their answers in pairs.• Check the answers with the whole class, eliciting the • relevant fragments of the paragraphs that the answers paraphrase or summarize.

7Students fi nd and underline the paraphrases of the • three sentences in the three paragraphs of the article in activity 6.Individual students read out the underlined fragments.• Discuss the strategies used in the paraphrases, eg • word building / changing a part of speech (to help vs helpful) or using synonyms (selfi sh vs egotistic).

8 Students write two sentences about lying: these could • be general or personal.Go through the example before students begin the • task.In pairs, students exchange the sentences and • paraphrase them so that the meaning stays the same.Individual students read out the two versions of the • sentences to the whole class. In groups of 3–4, students discuss the two questions • under the heading You & the text and report on their discussion to the whole class.

ALTERNATIVE OPTIONStudents write two sentences about lying on slips of paper. They exchange the sentences in pairs and paraphrase them on separate slips of paper. Divide the class into two groups. Each group collects and mixes their slips of paper and gives them to the other group to read and fi nd the matching pairs.


HOMEWORK SUGGESTIONS1. Workbook, activities 1–4, page 16.2. Do a mini-project on lying. Cut out magazine pictures of

people in social situations and imagine they are telling lies. Make captions with the three types of lies mentioned in the article in activity 6.

LESSON 2

WARM-UP: confessionsTell students a story you do not mind sharing about a time you told a lie. Ask them to identify what type of lie it was: pro-social, self-image or antisocial. In pairs, students tell each other about the last time they lied and identify the type of lie it was.

C. SPEAKING

9Students read about the problems.• Explain words which are unclear.• In pairs, students discuss how the people should solve • their problems.

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Students read the advice about the problems in activity • 9 and think how they would fi ll in the gaps.Students listen to the recording and complete the gaps.• In pairs, students discuss why the suggestions are • good or bad and compare them with the advice they came up with in activity 9.Ask the students who think their advice was better to • share their suggestions with the whole class.



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11 Work in pairs and role-play the conversation from the exam task.

D. WRITINGEXAM INFO

LIST OFICJALNYJednym z zada na egzaminie mo e by napisanie listu czytelnika w odpowiedzi na artyku zamieszczony w gazecie, czasopi mie lub na forum internetowym. Nale y pami ta , aby:

ustosunkowa si do wszystkich punktów w zadaniu – egzaminacyjnym;poda uzasadnienie swoich opinii;– u y zwrotów charakterystycznych dla tego typu listów.–

12 Read the comment from an Internet forum and choose the purpose it was written for.

The message was written to:give information about Internet lies• express frustration with Internet lies• show understanding of Internet lies•

13 Complete the information in the table. Use it to write your reply to the message in activity 12 according to the exam instructions below the table.

Opinions I agree with and why

Opinions I disagree with and why

My additional ideas connected with the topic

Useful phrases

• I am writing to express my opinion on the views presented in the article.

• I would like to express my anger / support for the presented views.

• I think / I believe / I must say that …• In my opinion / Personally ...• I agree / disagree with the fact that …• Moreover / Additionally / What is

more ... (= a co wi cej, ponadto)• However / On the other hand …

(= z drugiej strony jednak)

EXAM INFO

UZYSKIWANIE, UDZIELANIE INFORMACJIPami taj, aby:

zawrze w rozmowie informacje z trzech punktów podanych – w poleceniu egzaminacyjnym;s ucha tego, co mówi egzaminator, i odpowiednio reagowa – – nie zawsze musisz odpowiedzie pe nym zdaniem, ale pami taj, e te jeste odpowiedzialny/odpowiedzialna za podtrzymywanie rozmowy;u y zwrotów charakterystycznych dla danego typu rozmowy, – np. udzielaj c rady: I think you should …, Why don’t you …? You could … itd.

Na obozie j zykowym w Irlandii twój kolega/twoja kole anka ma przygotowa multimedialn prezentacj dotycz c ciekawych aspektów k amstwa. Prosi ci o pomoc. W trakcie rozmowy:– zapytaj o czas trwania prezentacji;– zapytaj, o czym kolega ju zaplanowa powiedzie ;– porad mu, jak móg by uatrakcyjni prezentacj .

(rozmow rozpoczyna egzaminuj cy)

W gazecie internetowej przeczyta e /przeczyta a opini , e podawanie fa szywych informacji w internecie jest z e

i prowadzi do upowszechnienia k amstwa. Chcesz wzi udzia w dyskusji na temat k amstwa. Napisz list, w którym:– okre lisz jego cel i opiszesz uczucia, które wywo a a

w tobie lektura tego artyku u;– opiszesz, z czym si zgadzasz i dlaczego;– napiszesz, z czym si nie zgadasz i dlaczego;– wyrazisz swoje stanowisko dotycz ce k amania w ogóle

i uzasadnisz swoj opini .Pami taj o zachowaniu odpowiedniej formy i stylu listu. Nie umieszczaj adnych adresów. Podpisz si jako XYZ. D ugo listu powinna wynosi od 120 do 150 s ów. Oceniane s : umiej tno pe nego przekazania informacji (4 punkty), forma (2 punkty), poprawno j zykowa (2 punkty) oraz bogactwo j zykowe (2 punkty).

Greg

I can’t accept all this lying that happens on the Internet. My sons spend a lot of time on MySpace and Bebo. Most of the information they give is a lie. When I ask them why they do it, they say that everybody does it and it’s OK. I understand that giving personal information over the Internet is not a good idea but lying about your age, appearance and hobbies isn’t acceptable to me. I worry that all this lying is going to become part of our everyday life not just the one in cyberspace. Sometimes I wish people were like Pinocchio! At least you’d know when they were lying!!!

Maria

OUR SPACE

02 Unit.indd 20 10-03-25 9:27:52

Answers Activity 12

To express frustration with Internet lies.


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EXAM INFO: getting / giving informationGo through the • Exam info box with students. They may expect this kind of task in the oral Matura exam.Pay special attention to the following:•

the three pieces of information from the exam task –must be included in the conversationstudents should listen to the examiner carefully and –respond to his / her words accurately, though not necessarily in full sentencesstudents are responsible for keeping the conversation –going, if there is silence, they must break it themselvesit is important to use phrases and expressions typical –for getting / giving information.

Provide additional tips on this type of task:• students should pay attention to accuracy and avoid –making mistakes they can use simple vocabulary and grammar –structures to complete the exam task successfully.

TEACHING TIP: questionsThe oral Matura exam requires students to ask questions, but even advanced students struggle with question formation. There are several ways to create opportunities for regular question practice in class:

have a question session at the start of each lesson: • students interview one of their classmates with 5 questions in a given structure / structures or about a certain topic, eg last holidayplay the • 20 questions game: a student thinks of a person / place / object and the others ask Yes / No questions to fi nd out what it istell students in one sentence about an unusual situation; • they need to ask questions for more details.write true and false sentences about your life in different • structures on the board, eg I have been to Africa. Students ask wh- questions about the facts in the sentence, eg When did you go there? What did you see? If the sentence is true, give true answers, if it is false, make up the answers. After hearing a few answers, students decide if you are lying or telling the truthask a question in the target structure of one student who • responds and then asks a different question of another student and so on round the classprovide students with answers and have them write the • questionsask students to turn T / F• statements about a text into questions and answer themask students to write interview questions to ask of the • characters mentioned in a text or of the author of an article in the coursebook.

Pay attention to the accuracy of the questions: ask students not to respond to grammatically incorrect questions in games or role-plays and to wait for their partner to correct themselves instead.

11Students read the exam task.• Ask: • Who are the characters in the exam task? What are they talking about?Divide the class into pairs and assign roles of students • A and B.In pairs, students prepare and role-play the • conversation in the task.

Encourage students to use the strategies for • getting / giving information from the Exam info box and any additional tips you have provided.Ask 2–3 pairs to present their dialogues to the whole • class.

D. WRITING

EXAM INFO: writing a formal letter (reader’s response)Go through the • Exam info box with students. They may be asked to write a formal letter as one of the tasks in the Matura exam.Pay special attention to the following:•

students must refer to all the points mentioned in the –exam taskstudents need to explain and justify their point of view –phrases and expressions typical of this type of letter –should be used.

Provide additional tips on this type of task:• students write about a difference of opinion, but they –cannot use offensive languagethe letter should be written in a formal style, i.e. full –sentences, no contractions, no colloquial expressionsstudents should divide their letter into paragraphs, –each paragraph referring to one topic or ideathe letter should contain between 120–150 words. –

12Students read the comment from an Internet forum and • choose the purpose it was written for.Elicit what helped students choose the correct answer, • eg the tone of the letter, the exclamation marks or particular phrases.Ask: • Who wrote this comment? Elicit that it was a father of probably teenage sons.

13Students read the exam instructions.• Explain that even if in reality students fully agree • or disagree with the message in activity 12, for the purpose of the exam task they must think of arguments both for and against some ideas in the message. Students complete the table in preparation for the • response to the message.Make sure they give at least two opinions they agree • with, at least two opinions they disagree with and at least two additional ideas connected with the topic.Students write their letter as an in-class activity or as • homework.Encourage students to use the strategies for writing • a formal letter from the Exam info box and any additional tips you have provided (see above).Collect the letters. Mark them and provide feedback.•

PHOTOCOPIABLE ACTIVITY (Teacher’s Resource File, pages 14–15)

HOMEWORK SUGGESTIONS1. Workbook, activities 5–10, page 17.2. Search the topic of Internet safety on the Internet.

Write a top fi ve Internet safety tips for teenagers.


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R E V I S I O N P A G ETEMAT MATURALNY: CZ OWIEK

1 Fill in the gaps with either ‘He’s …’ or ‘He’s got …’ Then mark each sentence P (positive), N (neutral) or NG (negative).1 _ of medium height. 2 _ a great sense of humour. 3 _ a warm heart. 4 _ kind and generous. 5 _ too sensitive sometimes. 6 _ old-fashioned. 7 _ good looks.

1 2 3

2 Make correct adjectives from the words in the box by adding the correct endings ‘-ing’ or ‘-ed’ to complete the sentences.

boredom fright disappointment embarrassment excitement

1 He drove too fast and I felt _ .2 I found the school trip really _ . I didn’t want

to go home!3 The date was _ because we learnt we had

completely different interests. I’d expected him to be different.

4 My mum showed my girlfriend my childhood photos. In one of them I was naked. I felt so _!

5 I found the lesson so _ that I couldn’t stop yawning.

1 2 3

3 Complete the sentences with the correct words from the box. Some of them can be used more than once.

too enough so such as

1 I’m _ young to get married.2 My brother isn’t old _ to drive a car.3 Some of my classmates are _ annoying!4 I’m _ tall _ my best friend.5 My boyfriend is _ a good-looking guy that all

the girls are jealous.6 My mum has _ a warm heart that everybody

likes her.1 2 3

4 Rewrite the sentences using the prompts.

1 I’m too short to be a basketball player. ENOUGH

2 My father is so generous that he lends money to everybody! SUCH

3 My sister and I are of the same height. AS … AS

4 I’m not rich enough to buy expensive clothes. TOO

5 My best friend is such a kind person that everybody likes her. SO

6 We aren’t the same age. NOT AS … AS

1 2 3

A. VOCABULARY & GRAMMAR & PRONUNCIATIONWYKONAJ WICZENIA I OCE SWOJ WIEDZ . ZAKRE L 1 (JESZCZE NIE CA KIEM UMIEM), 2 (DOBRZE UMIEM), 3 (DOSKONALE UMIEM).

5 Use the prompts and the comparative forms of the adverbs to write sentences.1 a) John drives his car at 100 km an hour.

b) Tom drives his car at 80 km an hour. SLOWLYTom drives 2 a) Tom has learnt three foreign languages.

b) John has only learnt some French. EASILYTom learns 3 a) Angela visits her hairdresser three times a week.

b) Paula goes to her hairdresser once a week. OFTENAngela 4 a) Paula lives 20 miles from her of ce.

b) Angela lives 40 miles from her of ce. FARAngela

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6 Put the adverbs in brackets in their superlative forms. Discuss the questions in pairs.

WHO IN YOUR CLASS …runs • _ (fast)?comes late • _ (oft en)?lives • _ (far) from the school?speaks English • _ (well)?dresses • _(fashionably)?

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7 Listen and repeat. Work in pairs. Ask and answer the questions.

1 laugh – What makes you laugh?2 medium height – Are you of medium height?3 worst – Who in your family cooks the worst?4 old-fashioned – Do you know a really old-fashioned

person?5 casual – Do you like wearing casual clothes?

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8 Work in pairs. Test each other.

Student A go to page 114Student B go to page 116

1 2 3JE LI ZAKRE LI E /ZAKRE LI A 1 LUB 2 PRZY NIEKTÓRYCH ZAGADNIENIACH, POWINIENE /POWINNA JE POWTÓRZY .

Zeszyt wicze , Revision, s. 21JE LI ZAKRE LI E /ZAKRE LI A 3 W WI KSZO CI ZAGADNIE , POSZERZ SWOJ WIEDZ .

Zeszyt wicze , Extension, s. 21

B. COMMUNICATION & GAMESWork in groups of three (A, B and C). A says a verb, B and C think of an adverb which begins with the same letter as the verb – the one who is rst (B or C) wins the round and gets a point. Take turns to start the game. At the end choose the funniest combination!Example:

A: eatB/C: easily

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Answers Activity 2

1 frightened2 exciting3 disappointing4 embarrassed5 boring

Answers Activity 3

1 too2 enough3 so

4 as … as5 such6 such

AnswersActivity 1

1 He’s … (N)2 He’s got … (P)3 He’s got … (P)4 He’s … (P)5 He’s … (NG)6 He’s … (NG)7 He’s got … (P)

AnswersActivity 6

the fastestmost oftenthe furthestthe bestthe most fashionably

Answers Activity 4

1 I’m not tall enough to be a basketball player.2 My father is such a generous person that he lends

money to everybody!3 I’m as tall as my sister.4 I’m too poor to buy expensive clothes.5 My best friend is so kind that everybody likes her.6 I’m not as old as you.

Answers Activity 5

1 Tom drives his car more slowly than John.

2 Tom learns foreign languages more easily than John.

3 Angela visits her hairdresser more often than Paula.

4 Angela lives further from her offi ce than Paula.


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REVISION PAGEAll the activities in this section can be used for self-assessment. Students can check to what degree they have learnt the material and decide whether they need to work more on the language in this unit. Students can assess their knowledge on a 3-point scale: 1 – I don’t know how to do it, 2 – I can partially do it, 3 – I can do it very well. If students have marked their performance with 1 or 2 points in some activities, it might be reasonable to revise this part of the material (the Revision section in the Workbook, p 19). If they have marked their work with 3 points, they might want to keep on working to improve their language skills (the Extension section in the Workbook, p 19).

A. VOCABULARY & GRAMMAR & PRONUNCIATION

1Students complete the descriptions with • He’s … or He’s got … .Students mark each sentence P (positive), N (neutral) • or NG (negative).In pairs, students compare their answers.• Check the answers with the whole class.• Elicit which sentences describe appearance and which • personality.

2Students match the nouns in the box to the correct • sentences to summarize each situation.Students complete the sentences with -• ing or -ed adjectives they make from the nouns they matched earlier.Remind students that in order to choose the correct • adjective form they need to decide if the situation describes someone’s feeling or something that made them feel a certain way. In pairs, students compare their answers.• Check the answers with the whole class.•

3Students complete the sentences with the words in the • box.Explain that they will need to use some words more • than once.In pairs, students compare their sentences.• Check the answers with the whole class.•

4Students rewrite the sentences, using the prompts and • making sure the meaning stays the same.Remind students that in this type of task they always • need to make some changes, eg use a different word with the opposite meaning, remove or add a word, change the part of speech of the word.In pairs, students compare their sentences.• Check the answers with the whole class.•

5Students put the information from each pair of • sentences into one sentence, using the provided adverb in its comparative form.In pairs, students compare their sentences.• Check the answers with the whole class.•

6Students put the adverbs in brackets in their superlative • forms.Check the answers with the whole class.• In pairs, students discuss the questions about their • classmates.

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Students listen to the recorded words and questions • and repeat them.In pairs, students ask and answer the questions.• Individual students report to the class.•


8Divide the class into pairs and assign roles of students • A and B.Refer students A to page 114 and students B to page • 116 to read the instructions.Students fi nd six words from Unit 2 in a given category • and test each other on their meaning.

EXTENSION ACTIVITIESafter activity 1Students think of people they know the sentences could refer to.after activity 2Students rewrite the sentences in activity 2 using the other adjective ending so that the meaning of the sentence stays the same, eg He drove too fast and it was frightening for me.after activity 3Students think of a place, a book / fi lm or a celebrity they detest. They write their complaints about them, using the words in the box in activity 3.after activity 5In pairs, students fi nd differences between their abilities or habits and write sentences about them with the comparative forms of adverbs.

PHOTOCOPIABLE ACTIVITY (Teacher’s Resource File, pages 16–17)

B. COMMUNICATION & GAMESDivide students into groups of three.• Explain the rules of the game: student A says a verb • and students B and C race to say an adverb beginning with the same letter as the verb. The winner gets a point. Students continue the game, taking turns to say a verb and respond with an adverb. Set a time limit of 3 minutes. The winner is the student with the most points at the end of the game. Groups choose the funniest combination of words they • came up with and report to the whole class.

EXTRA ACTIVITY: What is he doing?In groups of 5, students write on separate slips of paper fi ve verbs and fi ve adverbs which can be mimed, eg take a shower; quickly. Groups exchange their slips of paper and without looking place them face down in two piles (verbs vs adverbs). One student picks one word from each pile, reads them to himself / herself and mimes doing the activity in the given way for his / her group members to guess the verb and the adverb. Students take turns to pick the words and mime them.


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02 Unit TB2 - Macmillan Polska€¦ · Unit02 Looks or personality? 28 ... physical appearance,...

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